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The Study Of Adult Learning Is Known As
Adult education, also called continuing education, is any form of learning undertaken or provided by mature men and women. In a 1970 report, the National Institute for Adult Education (England and Wales) defined adult education as “any form of education for persons who have completed the cycle of continuing education to work, vote, fight and marry “. if any] childhood onset. Adult education comprises various methods, such as consciously pursued independent study with or without the aid of libraries; broadcast programs or correspondence courses; group discussions and other “mutual aid” learning in study circles, colloquiums, seminars or workshops, and residential conferences or meetings; and full- or part-time study in classes or courses where lecturers, professors or tutors have a formal leadership role.
Adult Learning Misconceptions
1. Education for professional, technical and vocational competence. (Such education may be aimed at preparing the adult for a first job or a new occupation, or to keep him abreast of new developments in his occupation or profession.)
2. Education for health, well-being and family life. (Such education includes all forms of education in health, family relations, consumer purchasing, Planned Parenthood, hygiene, child care, and so on.)
3. Education for civic, political and community capacity. (Such education includes all forms of education related to governance, community development, public and international affairs, voting and political participation, etc.)
Understanding Adult Learning Process
4. Education for “self-realization” (such education includes all kinds of liberal education programs: music, art, dance, theater, literature, arts and crafts education, short-term or long-term. These programs aim primarily achieving the learning goal. rather than learning for learning’s sake. Objectives are included in other categories.)
5. Remedial education: Basic and literacy education. (Such education is obviously a prerequisite for all other forms of adult education and is therefore, as a category, somewhat different from other forms of adult education.)
Referring to the fifth category, adults often have to compensate for the insufficiency of previous education. If these inadequacies are not overcome, they prevent recourse to the methods of education of “adults” – adults, that is, from the point of view of sophistication in modern society, and not from the point of view of age. Such remedial education is more widely needed in societies that are rapidly transitioning from a subsistence to an industrial economy and are simultaneously changing politically and socially. In these countries of Asia, Africa and Latin America, mass literacy takes on new importance and the establishment of universal primary education is a social imperative. To prevent “generation gaps” in reading and education skills, while creating effective school systems for young people, governments should strive to provide parallel facilities for adults. Even in countries with mature early education systems, opportunities for higher or sometimes secondary education are uneven across different regional, occupational and social groups. So there are programs for adults to finish high school or prepare for exams that are usually taken at the end of secondary school.
These Are The Four Adult Learning Styles
Any classification of agencies and institutions involved in adult education is necessarily arbitrary, given the great diversity found not only between nations but also within nations. The following are common types.
First established in Denmark and now found in all Scandinavian countries, they are residential schools where young adults who have completed formal schooling and usually have further work experience continue to study for at least a few months. The study aims to enhance both moral and intellectual growth and to instill an understanding of local and national traditions and conditions. Although originally independent or separate institutions, they are now often promoted or supported by communal education boards. Although rarely successfully exported in their pure form, folk high schools have influenced the development of residential forms of adult education in countries as diverse as Canada, Kenya, India, and the Netherlands.
Non-resident adult education centers, which are widely distributed specialized adult education institutions, are represented by such institutions as the “Workers’ Academies” in Finland, the “Folk High Schools” in Germany and Austria, the “Adult Education Centers” in the Britain. . , and “popular universities” in the Netherlands, Italy and Switzerland. The distinguishing characteristics of these institutions are that they are independent of general education authorities, at least in terms of programming; Student attendance is voluntary and part-time; And teachers and administrators are mostly volunteers or part-time professionals. Traditionally, these schools do not prepare students for exams or provide training in advanced professional skills. The curriculum typically includes instruction in practical and domestic crafts, fine arts, music and drama, family and social problem solving, and modern languages, as well as instruction designed to reinforce primary and secondary education.
Adult Learning Theory And Practice
Although an almost entirely American development, it is carried out on a large enough scale to warrant a separate reference. US The Department of Agriculture’s Extension Service conducts agricultural, home economics, and public affairs programs in every county in the United States. It is of particular importance in the development of the “demonstration” as a method of adult education and in emphasizing the adoption of new agricultural practices.
The Open University, a recent British institution, stands out for its new dimension and sharp break with previous programs for adults. In some educationally advanced countries, such as Australia, New Zealand, Canada and the United States, adults have longer opportunities to pursue part-time studies leading to university degrees, but these programs are often copies of programs offered to regular students. . An open university requires at least some form of universal higher education in theory. It is intended to serve only mature or older adults who are studying part-time; It has no standardized entry requirements; And it tries to integrate various educational technologies and techniques – correspondence training, mass media, personal counseling and short residential courses.
Businesses often offer correspondence courses or classroom instruction (part-time or full-time) for adults seeking some form of professional qualification (but who simply want “self-improvement” such as speed reading programs) . Such schools are authorized by the state. agencies (as in Sweden and the Netherlands).or may be monitored or self-policed through accreditation associations. Some schools are non-profit organizations.
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Extension services include public school programs for adults and the aforementioned university extensions. The school programs are operated by public school systems and are popularly known as night schools because they are often housed in the same school buildings used by school-aged youth during the day and often involve the same teachers. (Most teaching is also done by subject matter specialists who are not employed as school teachers.) Although often originating in efforts to remedy or supplement inadequate childhood education, many of these programs now serve the same range of interests as those served by “non-residents”. Adult Education Centers’ mentioned earlier. They usually retain elements of vocational training at a less specialized level, usually for younger adults – for example in trade and business skills.
Extension services offered by institutions of higher education are of two broad types. The British tradition, influential in most Commonwealth nations and former colonial territories, emphasized the provision of non-credit courses in “liberal” studies. The North American tradition, found in countries influenced by the United States and Canada, places a strong emphasis on credit programs that double the courses offered to regular students; Such programs are offered through television or mail or at individual city colleges. Both of these traditions seem to be in the process of change—to the British offering more career-refreshing and credit-earning courses, to a wider acceptance of general liberal studies for the North American public and for specialized professionals. groups. Everywhere it is seen that universities are assuming greater responsibility for the continuity and renewal of education for people with higher education.
In addition to the various schools or services listed above, there are countless organizations whose primary purpose may be adult education, but which also provide some form of training or leisure activities for adults. These include organizations such as the Young Men’s Christian Association, the Young Women’s Christian Association, political parties and trade unions, women’s organizations and temperance organizations. Other agencies where adult education is more than a primary function are libraries, museums, botanical gardens and the like. These agencies not only provide tools for individual self-education, but often promote group activities or make their homes and resources available to adult education agencies. Finally, the counseling and training services offered by various social and welfare agencies in the fields of health, safety, marital guidance, family planning and so on should be mentioned. If you’re in the field of education, you’ve probably heard of pedagogy. You’ve probably attended seminars on teaching best practices. If you’re an education student, you’ve come across this term many times in your classes.
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